Category: A&H Module Lead & Teaching Admin

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Moodle Assignment: Moodle 4.5 Updates

Greetings all! Moodle has been updated to Moodle 4.5, and with this come a few shifts to Moodle Assignment which hopefully support the marking workflow a little more effectively. Below are directions to View All Assignments, Filter by Marking State, Lock Submissions and Release marks. If you have any issues, please contact me abigail.shaw@ucl.ac.uk sooner rather than later!

DigiEd Update: https://blogs.ucl.ac.uk/digital-education/2024/12/19/moodle-4-5-update/
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To View All Submissions: Go into the Assignment link on your Moodle page, and click on the Submissions tab.

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To filter papers by Marking Workflow status: In the Submissions tab, on the right hand side, click Advanced and use the Marking Workflow status dropdown to select the status you wish to view.

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To lock all submissions: Click the tick box either on the top of left submissions to Select All (and deselect any you do not wish to include) or individually select the papers you wish to lock. The toolbar at the bottom of the page appears with the Lock option. Click this and confirm in the resulting dialogue box that you wish to lock these papers.

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To change Marking Workflow status: Select the papers you wish to change the status of. From the toolbar that appears at the bottom of the page, select More > Change Marking State. Confirm that you wish to change Marking State in the resulting dialogue box. Select Release, and tick Notify Student. Save changes.

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Full UCL Moodle Assignment Guidance: https://ucldata.atlassian.net/wiki/spaces/MoodleResourceCentre/pages/31864956/M09a+-+Moodle+Assignment

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Releasing Marks in Moodle Assignment

Quick steps to release marked work and grades in Moodle Assignment. If you have any issues, please contact me abigail.shaw@ucl.ac.uk sooner rather than later!

1. In View All Submissions, select the assignments that are ready for release.

2. Scroll to the bottom of the page and, from the “With Selected…” menu, choose Set Marking Workflow State, and click OK to move through the popup.

3. Tick Notify Students to email students a notification that their marks have been released once you’ve completed this process.

4. From the options, choose Released. Save Changes.

5. Grades and feedback should now be released. Using this method, anonymity will be retained for all students.

UCL Moodle Guide: https://ucldata.atlassian.net/wiki/spaces/MoodleResourceCentre/pages/31870870/M09a1+-+Marking+and+Giving+Feedback+in+Moodle+Assignment#M09a1-MarkingandGivingFeedbackinMoodleAssignment-Step4:Returnmarkstostudents

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Term 2 modules: Checklist

Essential things for all those teaching and supporting modules in Term 2: all module leads must ensure they’ve engaged with all the steps below.

1. Ensure you are working in the correct, 2024/25 version of the module. This means that the previous instance of the module has been “rolled over” (copied into a fresh instance). Do NOT overwrite previous versions of a module – we are legally obliged to keep them intact. If you cannot see the 2024/25 instance of your module, in the first instance you should contact your departmental office for advice, as processes vary.

If your office instructs you to create your own rolled-over instance of the module, advice and support for this is available here: https://ucldata.atlassian.net/wiki/spaces/MoodleResourceCentre/pages/31863953/M30+-+Preparing+your+Moodle+course+for+the+next+Academic+Year

2. Check that all the dates are correct in your course. You can use Date Manager (located under Reports > Date Manager on every Moodle page) to support this, but don’t forget section headings, on-page text, and any module or programme handbooks. Students find it extremely useful if you use actual dates as well as “Week 1” or “Reading Week”.

3. All resources / readings should be located in a Reading List (which can be structured either for the whole module, or week-by-week. Use should be made of the ability to tag readings as Core / Optional wherever possible. Engaging in the Reading List process will also ensure that your readings are fully accessible, which is a legal requirement. For support with Reading List, and with managing readings/course content which has been inherited in outdated photographs/documents, please contact your Liaison Librarian: https://www.ucl.ac.uk/library/learning-teaching-support/teaching-learning-services-tls/readinglistsucl

4. All assessments, if already present in the module, should be located in a prominent Assessment section, should have their correct dates, a clear assessment brief, and a statement about the assessment’s AI category, and the permitted levels of use of GenAI for this specific assignment.

PLEASE consult the updated GenAI categories page to ensure this information is accurate – the categories have been updated for Term 2 2024/25. https://www.ucl.ac.uk/teaching-learning/generative-ai-hub/three-categories-genai-use-assessment

5. Finally, check that your module page is visible to students. If it is not, it will say “Hidden from students” at at the top of the page. To change, go to Settings > Course Visibility and change from Hide to Show; scroll to the bottom and select Save and Display.

As ever, any issues, grab me on Teams, or email abigail.shaw@ucl.ac.uk 😀

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A&H & CMD & Mentimeter

A recording of the session held for Arts & Humanities by Abbi Shaw and Jesper Hansen on 4th October 2024.

Covers: intro to CMD and recommendations arising from Faculty-level research; an example of Mentimeter questions and use; a quick look at setting up your own Menti.

Relevant links:

Continuous Module Dialogue: UCL central resources
UCL Policy on CMD (Academic Manual)
Departmental CMD Summary Form (for reporting)
UCL Mentimeter resources (VPN only)
Mentimeter itself

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Start of Term checks: Moodle 2024/25

Five vital checks for Arts & Humanities Module Leads at the start of term:

1. Check your Moodle page is correctly mapped, AND that the mapping is active. More info: https://reflect.ucl.ac.uk/abbiwrites/2023/09/19/moodle-activating-course-mappings-2023-24/

2. Check that all the dates are correct in your course. You can use Date Manager (located under Reports > Date Manager on every Moodle page) to support this, but don’t forget section headings, on-page text, and any module or programme handbooks. Students find it extremely useful if you use actual dates as well as “Week 1” or “Reading Week”.

3. Check that your module page is visible to students. If it is not, it will say “Hidden from students” at at the top of the page. To change, go to Settings > Course Visibility and change from Hide to Show; scroll to the bottom and select Save and Display.

4. All assessments, if already present in the module, should be located in a prominent Assessment section, should have their correct dates, a clear assessment brief, and a statement about the assessment’s AI category. Information on the categories is available here: https://www.ucl.ac.uk/teaching-learning/generative-ai-hub/using-ai-tools-assessment

5. All resources / readings should be located in a Reading List (which can be structured either for the whole module, or week-by-week. Use should be made of the ability to tag readings as Core / Optional wherever possible. For support with Reading List, please contact your Liaison Librarian: https://www.ucl.ac.uk/library/learning-teaching-support/teaching-learning-services-tls/readinglistsucl

For any issues or queries, please do get in touch: abigail.shaw@ucl.ac.uk

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A&H Module Lead & Teaching Admin Session #2: AI and A&H

Please find the link to the central AI Policy and Assessment Guidance presentation, as well as four presentations from A&H academics on their CoCreator research, conducted this summer, on various aspects of AI and education.

Key takeaway – module leads MUST inform students in their assessment briefs of the category of AI use permissible for that assessment.

Link to Academic Manual: Section 9.2.5a – GenAI and assessment briefs.

The UCL Generative AI Hub – “bringing together all the latest information, resources and guidance on using Artificial Intelligence in education”.

Marieke Guy and Ashley Doolan on UCL Policy on AI and Assessment:

Slides from Marieke and Ashley’s presentation.

FutureLearn course on Generative AI and Education

AI CoCreator Presentations: A&H Academics research in partnership with students.

Simon Rowberry (Publishing): Using AI for book cover generation.

Erkin Sagiev (Economics, SSEES): AI for Student Support.

Antony Makrinos (Greek & Latin) & Imogen Potts: Using AI to generate essay titles; does AI help students with argumentative essays, referencing or language learning?

Peter Braga (SSEES): What is generative AI? How do Large Language Models (LLMs) actually work? How can academics protect assignments from (mis)use of GenAI?